The full name of the project is "ALICE - Adapting Learning in Inclusive Communities and Environment". The project runs in 2018 and 2019.
The goal of the ALICE project is to to upscale, assess the relevance, effectiveness, impact and scalability, and disseminate in a broader European context, an approach based on Prosociality that was already experimented in some local primary schools in Italy, Greece, Malta, France, Spain and Slovenia, in the framework of a project titled PRO-SAVE (Prosociality Against Violence and Exclusion) financed under the Daphne III programme of the DG Justice -Freedom and Security (JUST/2009-2010/DAP3/AG/1224 -30-CE-0386820-18), and coordinated by Fondazione Centro Studi Villa Montesca, that had very good results in terms of impact.
In the project, the concept of "pro-sociality" is central. Pro-sociality is the opposite of selfish behavior; it is defined as rewarding themselves and their partners at the same time. The ALICE project intends to experiment with educative and social pedagogic practices that focus on pro-sociality.
The project starts with the assumption that the main reasons behind social exclusive behaviors are related to ethnic, religious and sexual differences. In order to promote cultural and personal diversity as a value, the project creates a list of practical pedagogic instruments. These can be used by teachers, but also by others who are not formally considered as educators.
Prosociality can foster the acquisition of social and civic competences, the understanding and ownership of fundamental values, thus promoting mutual respect and intercultural dialogue, preventing violence and violent extremism, and combating intolerant attitudes, xenophobia and discrimination on all grounds.
The prosocial programme is based on the definition of common goals and cooperation among students that’s fostered by the increase of empathy, emotional responses, mutual respect. Pro-social behaviour can include tutoring others (from a different background), intervening to help others, as well as learning and applying conflict resolution skills. All of these are effective mechanisms for reducing prejudice and learning pro-social, helping behaviour.
The project approach focuses on "biographic narration" by students. Storytelling with both cognitive and emotional insights can lead to accept or refuse diversity.
- A Pro-Social Manual will be developed to provide teachers with practical educative tools to create a social pedagogy of the community.
- A network of local Educating Communities (EC) for promoting social inclusion, to combat discrimination and to exchange experiences. The role of the ECs is create an “educative village” where all members are called to contribute to the education of the youngsters.
- At the end of the project a “Support to policy Reform” will be published in order to propose a set of recommendations to policy makers for combating discrimination through the pro-social approach.
The project partners are:
- FONDAZIONE HALLGARTEN-FRANCHETTI CENTRO STUDI VILLA MONTESCA
- CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI
- DOCUMENTA CREACIONES MULTIMEDIA AVANZADAS SL
- Stichting The Global Alliance for LGBT Education
- PERIFERIAKI DIEFTHINSI PROTOVATHMIAS KAI DEFTEROVATHMIAS EKPAI
- CENTER FOR THE STUDY OF DEMOCRACY